大學(xué)英語六級(jí)(CET-6)6月模擬訓(xùn)練高頻過關(guān)題11（無答案）

最新大學(xué)英語六級(jí)(CET-6)模擬訓(xùn)練高頻過關(guān)題

COLLEGEENGLISHTEST

—BandSIX—

PartIWriting(30minutes)

Directions:Supposeyouareaskedtogiveadviceonwhethertoattendavocationalcollegeorauniversity,

writeanessaytostateyouropinion.Youarerequiredtowriteatleast150wordsbutnomorethan200words.

PartIIListeningComprehension(30minutes)

SectionA

Directions:Inthissection,youwillheartwolongconversations.Attheendofeachconversation,youwill

hearfourquestions.Boththeconversationandthequestionswillbespokenonlyonce.Afteryouhearaquestion,

youmustchoosethebestanswerfromthefourchoicesmarkedA),B),C)andD).Thenmarkthecorresponding

letteronAnswerSheet1withasinglelinethroughthecentre.

QuestionsIto4arebasedontheconversationyouhavejustheard.

1.A)Hewouldfeelinsulted.B)Hewouldfeelverysad.

C)Hewouldbeembarrassed.D)Hewouldbedisappointed.

2.A)Theyareworthyofaprize.B)Theyareoflittlevalue.

C)Theymakegoodreading.D)Theyneedimprovement.

3.A)Heseldomwritesabookstraightthrough.

B)Hewritesseveralbookssimultaneously.

C)Hedrawsonhisreal-lifeexperiences.

D)Heoftenturnstohiswifeforhelp.

4.A)Writingabookisjustlikewatchingafootballmatch.

B)Writersactuallyworkeverybitashardasfootballers.

C)Helikeswatchingafootballmatchafterfinishingabook.

D)Unhkeafootballmatch,thereisno?ndtowritingabook.

Questions5to8arebasedontheconversationyouhavejustheard.

5.A)Achievementsofblackmaleathletesincollege.

B)Financialassistancetoblackathletesincollege.

C)Highcollegedropoutratesamongblackathletes.

D)Undergraduateenrollmentsofblackathletes.

6.A)Theydisplaygreattalentineverykindofgame.

B)Theyarebetteratsportsthanatacademicwork.

C)Theyhavedifficultyfindingmoneytocompletetheirstudies.

D)Theymakemoneyforthecollegebutoftenfailtoearnadegree.

7.A)About15%.B)Around40%.

C)Slightlyover50%.D)Approximately70%.

8.A)Coacheslacktheincentivetograduatethem.

B)Collegedegreesdonotcountmuchtothem.

C)Theyhavelittleinterestinacademicwork.

D)Schoolsdonotdeemitaseriousproblem.

SectionB

Directions:Inthissection,youwillheartwopassages.Attheendofeachpassage,youwillhearthreeor

fourquestions.Boththepassageandthequestionswillbespokenonlyonce.Afteryouhearaquestion,youmust

choosethebestanswerfromthefourchoicesmarkedA),B),C)andD).Thenmarkthecorrespondingletteron

AnswerSheet1withasinglelinethroughthecentre.

Questions9to12arebasedonthepassageyouhavejustheard.

9.A)Marketingstrategies.B)Holidayshopping.

C)Shoppingmalls.D)Onlinestores.

10.A)About50%ofholidayshoppers.

B)About20-30%ofholidayshoppers.

C)About136million.

D)About183.8million.

11.A)Theyhavefewercustomers.

B)Theyfindithardtosurvive.

C)Theyarethrivingoncemore.

D)Theyappealtoelderlycustomers.

12.A)Betterqualityofconsumergoods.

B)Higheremploymentandwages.

C)Greatervarietiesofcommodities.

D)Peoplehavingmoreleisuretime.

Questions13to15arebasedonthepassageyouhavejustheard.

13.A)Theyarenewspeciesofbiginsects.

B)Theyareoverprescribedantibiotics.

C)Theyarelife-threateningdiseases.

D)Theyareantibiotic-resistantbacteria.

14.A)Antibioticsarenowinshortsupply.

B)Manyinfectionsarenolongercurable.

C)Largeamountsoftaxmoneyarewasted.

D)Routineoperationshavebecomecomplex.

15.A)Facilities.

B)Expertise.

C)Money.

D)Publicity.

SectionC

Directions:Inthissection,youwillhearthreerecordingsoflecturesortalksfollowedbythreeorfour

questions.Therecordingswillbeplayedonlyonce.Afteryouhearaquestion,youmustchoosethebestanswer

fromthefourchoicesmarkedA),B),CJandD).ThenmarkthecorrespondingletteronAnswerSheet1witha

singlelinethroughthecentre.

Questions16to18arebasedontherecordingyouhavejustheard.

16.A)Itisaccessibleonlytothetalented.

B)Itimprovesstudents*abilitytothink

C)Itstartsalifelonglearningprocess.

D)Itgivesbirthtomanyeminentscholars.

17.A)Theyencourageacademicdemocracy.

B)lheypromoteglobalization.

C)Theyupholdthepresidents'authority.

D)Theyprotectstudents/rights.

18.A)Histhirstforknowledge.B)Hiseagernesstofindajob.

C)Hiscontemptforauthority.D)Hispotentialforleadership.

Questions19to22arebasedontherecordingyouhavejustheard.

19.A)Fewpeopleknowhowtoretrieveinformationproperly.

B)Peoplecanenhancetheirmemorywithafewtricks.

C)Mostpeoplehavearatherpoorlong-termmemory.

D)Peopletendtounderestimatetheirmentalpowers.

20.A)Theypresentthestatesinasurprisinglydifferentorder.

B)Theyincludemoreorlessthesamenumberofstates.

C)Theyareexactlythesameasisshownintheatlas.

D)Theycontainnamesofthemostfamiliarstates.

21.A)Focusingonwhatislikelytobetested.

B)Havingagoodsleepthenightbefore.

C)Reviewingyourlessonswheretheexamistotakeplace.

D)Makingsensibledecisionswhilechoosingyouranswers.

22.A)Discoverwhenyoucanlearnbest.

B)Changeyourtimeofstudydaily.

C)Giveyourselfadoublebonusafterwards.

D)Followtheexampleofamarathonrunner.

Questions23to25arebasedontherecordingyouhavejustheard.

23.A)Heisapolitician.B)Heisabusinessman.

C)Heisasociologist.D)Heisaneconomist.

24.A)Inslums.

B)InAfrica.

C)Inpre-industrialsocieties.

D)Indevelopingcountries.

25.A)Theyhavenoaccesstohealthcare,letaloneentertainmentorrecreation.

B)Theirincomeislessthan50%ofthenationalaveragefamilyincome.

C)Theyworkextrahourstohavetheirbasicneedsmet.

D)Theirchildrencannotaffordtogotoprivateschools.

PartIIIReadingComprehension(40minutes)

SectionA

Directions:Inthissection,thereisapassagewithtenblanks.Youarerequiredtcselectonewordforeachblank

fromalistofchoicesgiveninawordbankfollowingthepassage.Readthepassagethroughcarefullybefore

makingyourchoices.Eachchoiceinthebankisidentifiedbyaletter.Pleasemarkthecorrespondingletterfor

eachitemonAnswerSheet2withasinglelinethroughthecenter.Youmaynotuseanyofthewordsinthebank

morethanonce.

Pursuingacareerisanessentialpartofadolescentdevelopment."Theadolescentbecomesanadultwhenhe

26arealjob."TocognitiveresearcherslikePiaget,adulthoodmeantthebeginningofan27.

Piagetarguedthatonceadolescentsentertheworldofwork,theirnewlyacquiredabilitytoformhypotheses

allowsthemtocreaterepresentationsthataretooideal.The28ofsuchideals.withoutthetemperingofthe

realityofajoborprofession,rapidlyleadsadolescentstobecome29ofthenon-idealisticworldandtopressfor

reforminacharacteristicallyadolescentway.Piagetsaid:adaptationtosocietycomes30whenthe

adolescentreformerattemptstoputhisideastowork.”

Ofcourse,youthfulidealismisoftencourageous,andnoonelikestogiveupdreams.Perhaps,taken31out

ofcontext,Piaget'sstatementseemsharsh.Whathewas32,however,isthewayrealitycanmodifyidealistic

views.Somepeoplerefertosuchmodificationasmaturity.Piagetarguedthatattainingandacceptingavocationis

oneofthebestwaystomodifyidealizedviewsandtomature.

Ascareersandvocationsbecomelessavailableduringtimesof33,adolescentsmaybeespeciallyhardhit.

Suchdifficulteconomictimesmayleavemanyadolescents34abouttheirroesinsociety.Forthisreason,

communityinterventionsandgovernmentjobprogramsthatoffersummerandvacationworkarenotonly

economically35butalsohelptostimulatetheadolescent^senseofworth.

A)automaticallyB)beneficialC)capturingD)confusedE)emphasizing

F)entranceG)excitedH)existence1)incidentallyJ)intolerant

K)occupationL)promisesM)recessionN)slightly0)undertakes

SectionB

Directions:Inthissection,youaregoingtoreadapassagewithtenstatementsattachedtoit.Eachstatement

containsinformationgiveninoneoftheparagraphs.Identifytheparagraphfromwhichtheinformationisderived.

Youmaychooseaparagraphmorethanonce.Eachparagraphismarkedwithaetter.Answerthequestionsby

markingthecorrespondingletteronAnswerSheet2.

CanSocietiesBeRichandGreen?

[A]"Ifoureconomiesaretoflourish,ifglobalpovertyistobeeliminatedandifthewell-beingoftheworld's

peopleenhanced—notjustinthisgenerationbutinsucceedinggenerations—wemustmakesurewetakecareof

thenaturalenvironmentandresourcesonwhichoureconomicactivitydepends/Thatstatementcomesnot,as

youmightimagine,fromastereotypicaltree-hugging,save-the-worldgreenie(環(huán)保主義者)，butfromGordon

Brown,apoliticianwithareputationforrigor,thoroughnessandaboveall,caution.

[B]Asurprisingthingforthemanwhorunsoneoftheworld/smostpowerfuleconomiestosay?Perhaps;

thoughintherun-uptothefive-yearreviewoftheMillennium(千年的)Goals,heisfarfromalone.Therootsof

hisspeech,giveninMarchattheroundtablemeetingofenvironmentandenergyministersfromtheG20groupof

nations,stretchbackto1972,andtheUnitedNationsConferenceontheHumanEnvironmentinStockholm.

[C]"Theprotectionandimprovementofthehumanenvironmentisamajorissuewhichaffectsthewell-being

ofpeoplesandeconomicdevelopmentthroughouttheworld/readthefinaldeclarationfromthisgathering,the

firstofasequencewhichwouldleadtotheRiodeJaneiroEarthSummitin1992andtheWorldDevelopment

SummitinJohannesburgthreeyearsago.

[D]HuntthroughthereportspreparedbyUNagenciesanddevelopmentgroups-manyforconferencessuch

asthisyear'sMillenniumGoalsreview-ancyouwillfindthatthelinkagebetweenenvironmentalprotectionand

economicprogressisacommonthread.

(E]Managingecosystemssustainablyismoreprofitablethanexploitingthem,accordingtotheMillennium

EcosystemAssessment.Butfindinghardevidencetosupportthethesisisnotsoeasy.Thoughtsturnfirsttosome

sortcfglobalstatistic,someindicatorwhichwouldratethewealthofnationsinbotheconomicand

environmentaltermsandshowarelationshipbetweenthetwo.

[F]Ifsuchanindicatorexists,itiswellhidden.Andonreflection,thisisnotsurprising;thesingleword

“environment“hassomanydimensions,andtherearesomanyotherfactorsaffectingwealth-suchastheoil

deposits—thatteasingoutasimpleeconomy-environmentrelationshipwouldbealmostimpossible.

[G]TheMillenniumEcosystemAssessment,avastfour-yearglobalstudywhichreporteditsinitialconclusions

earlierthisyear,foundreasonstobelievethatmanagingecosystemssustainably-workingwithnatureratherthan

againstit—mightbelessprofitableintheshortterm,butcertainlybringslong-termrewards.

[H]AndtheWorldResourcesInstitute(WRI)initsWorldResources2005report,issuedattheendofAugust,

producedseveralsuchexamplesfromAfricaandAsia;italsodemonstratedthatenvironmentaldegradation

affectsthepoormorethantherich,aspoorerpeoplederiveamuchhigherproportionoftheirincomedirectly

fromthenaturalresourcesaroundthem.

[I]Buttherearealsomanyexamplesofgrowingwealthbytrashingtheenvironment,inrichandpoorpartsof

6theworldalike,whetherthroughunregulatedmineralextraction,drasticwateruseforagriculture,

slash-and-burnfarming,orfossil-fuel-guzzling(大量5肖耗)transport.Ofcourse,suchgrowthmaynotpersistin

thelongterm—whichiswhatMr.BrownandtheStockholmdeclarationwerebothattemptingtopointout.

PerhapsthebestexampleofboomgrowthandbustdeclineistheGrandBanksfishery.Foralmostfivecenturiesa

verylargesupplyofcod(鱷魚)providedabundantrawmaterialforanindustrywhichatitspeakemployedabout

40,000people,sustainingentirecommunitiesinNewfoundland.Then,abruptlythecodpopulationcollapsed.

Therewerenolongerenoughfishintheseaforthestocktomaintainitselfletaloneanindustry.Morethana

decadelater,therewasnosignoftheecosystemre-buildingitself.Ithad,apparently;beenfishedoutofexistence;

andtheoncemightyNewfoundlandfleetnowgropesaboutfranticallyforcrabontheseafloor.

[J]ThereisaviewthatmodernhumansareinevitablysowingtheseedsofaglobalGrandBanks-styledisaster.

Theideaisthatwearetakingmoreoutofwhatyoumightcalltheplanetsenvironmentalbankbalancethanitcan

sustain;wearelivingbeyondourecologicalmeans.Onerecentstudyattemptedtocalculatetheextentofthis

“ecologicalovershootofthehumaneconomy“andfoundthatweareusing1.2Earth's-worthofenvironmental

goodsandservices-theimplicationbeingthatatsomepointthedebtwillbecalledin,andallthoseservices—the

thingswhichtheplanetdoesforusforfree-willgrindtoahalt.

[K]Whetherthisisright,andifsowhereandwhentheecologicalaxewillfall,ishardtodeterminewithany

precision—whichiswhygovernmentsandfinancialinstitutionsareonlybeginningtobringsuchrisksintotheir

economiccalculations.Itisalsothereasonwhydevelopmentagenciesarenotunitedintheirviewof

environmentalissues;whilesome,liketheWRI,maintainthatenvironmentalprogressneedstogohand-in-hand

witheconomicdevelopment,othersarguethatthepriorityistobuildathrivingeconomy,andthenusethewealth

createdtotackleenvironmentaldegradation.

[L]Thisviewassumesthatrichsocietieswillinvestinenvironmentalcare.Butisthisright?Dothingsgetbetter

orworseaswegetricher?HeretheStockholmdeclarationisambiguous.z1nthedevelopingcountries//itsays,

“mostoftheenvironmentalproblemsarecausedbyunder-development/*Soitissayingthateconomic

developmentshouldmakeforacleanerworld?Notnecessarily;"Intheindustralizedcountries,environmental

problemsaregenerallyrelatedtoindustrializationandtechnologicaldevelopment/itcontinues.Inotherwords,

poorandrichbothover-exploitthenaturalworld,butfordifferentreasons.It'ssimplynottruethateconomic

growthwillsurelymakeourworldcleaner.

[M]Clearlyrichersocietiesareabletoprovideenvironmentalimprovementswhichliewellbeyondthereach

ofpoorercommunities.Citizensofwealthynationsdemandnationalparks,cleanrivers,cleanairandpoison-free

food.Theyalso,however,usefarmorenaturalresources-fuel,water(allthosebathsandgolfcourses)and

buildingmaterials.

[N]Acasecanbemadethatrichnationsexportenvironmentalproblems,themostgraphicexamplebeing

climatechange.Asacountr/swealthgrows,sodoitsgreenhousegasemissions.Thefiguresavailablewillnotbe

completelyaccurate.Measuringemissionsisnotaprecisescience,particularlywhenitcomestoissues

surroundinglanduse;notallnationshavereleasedup-to-datedata,andinanycase,emissionsfromsome

sectorssuchasaviationarenotincludedinnationalstatistics.Butthedataisexactenoughforacleartrendtobe

easilydiscernible.Ascountriesbecomericher,theyproducemoregreenhousegases;andtheimpactofthose

gaseswillfallprimarilyinpoorpartsoftheworld.

[0]Wealthisnot,ofcourse,theonlyfactorinvolved.TheaverageNorwegianisbetteroffthantheaverageUS

citizen,butcontributesabouthalfasmuchtoclimatechange.ButcouldNorwaykeepitsstandardoflivingandyet

cutitsemissionstoMoroccanorevenEthiopianlevels?Thatquestion,repeatedacrossadozenenvironmental

issuesandacrossourdiverseplanet,iswhatwillultimatelydeterminewhetherthehumanraceislivingbeyondits

ecologicalmeansasitpursueseconomicrevival.

36.Examplesshowthatbothrichandpoorcountriesexploitedtheenvironmentforeconomicprogress.

37.Environmentalprotectionandimprovementbenefitpeopleallovertheworld.

38.Itisnotnecessarilytruethateconomicgrowthwillmakeourworldcleaner.

39.ThecommonthemeoftheUNreportsistherelationbetweenenvironmentalprotectionandeconomic

growth.

40.Developmentagenciesdisagreeregardinghowtotackleenvironmentissueswhileensuringeconomic

progress.

41.Itisdifficulttofindsolidevidencetoproveenvironmentalfriendlinessgeneratesmoreprofitsthanexploiting

thenaturalenvironment.

42.Sustainablemanagementofecosystemswillproverewardinginthelongrun.

43.Apoliticiannotedforbeingcautiousassertsthatsustainablehumandeveloomentdependsonthenatural

environment.

44.Poorcountrieswillhavetobearthecostforrichnations,economicdevelopment.

45.OnerecentstudywarnsusofthedangeroftheexhaustionofnaturalresourcesonEarth.

PassageTwo

Questions51to55arebasedonthefollowingpassage.

America'seducationsystemhasbecomelessaladderofopportunitythanastructuretotransmitinequalityfrom

onegenerationtothenext.

That,swhyschoolreformissocritical.Thisisanissueofequalityopportunityandnationalconscience.Itsnotjust

abouteducation,butaboutpovertyandjustice.

It'struethatthemainreasoninner-cityschoolsdopoorlyisn'tteachers*unions,butpoverty.Southernstates

withoutstrongteachers/unionshaveschoolsatleastasawfulasthoseinunionstates.SomeChicagoteachers

seemtothinkthattheyshouldn'tbeheldaccountableuntilpovertyissolved.There*restepswecantakethat

wouldmakesomedifference,andMayorRahmEmanuelistryingsomeofthem-yettheunionisresisting.

I'dbesympatheticiftheunionfocusedsolelyonhighercompensation.Teachersneedtobemuchbetterpaidto

attractthebestcollegegraduatestothenation'sworstschools.But,instead,theChicagounionseemstobeusing

itspoliticalcapitalprimarilytoprotectweakperformers.

There'ssolidevidencethattherearehugedifferencesintheeffectivenessofteachers.Thegoldstandardstudyby

HarvardandColumbiaUniversityscholarsfoundthateveninhigh-povertyschools,teachersconsistentlyhada

hugepositiveornegativeimpact.

Getabottom1%teacher,andtheeffectisthesameasifachildmisses40%oftheschoolyear.Getateacherfrom

thetop20%,andit'sasifachildhasgonetoschoolforanextramonthortwo.Thestudyfoundthatstrong

teachersinthefourththrougheighthgradesraisedtheskillsoftheirstudentsinwaysthatwouldlastfordecades.

Justhavingastrongteacherforoneelementaryyearleftpupilsabitlesslikelytobecomemothersasteenagers,a

bitmorelikelytogotocollegeandearningmoremoneyatage28.

Howdoesonefigureoutwhoisaweakteacher?Yes,thafsachallenge.Butresearchersareimprovingsystemsto

measureateacher'sperformancethroughouttheyear,and,withthreeyearsofdata,it'susuallypossibletotell

whichteachersarefailing.

UnfortunatelytheunioninChicagoisinsistingthatteacherswhoarelaidoff—oftenforbeingineffective—should

getpriorityinnewhiring.That'saninsulttostudents.

Teachingissoimportantthatitshouldbelikeotherprofessions,withhighpayandgoodworkingconditions